Journal article

This article explores how schools and educators can create learning environments that foster the innate mana of students. Mana is a concept that comes from a Māori worldview and refers to a person’s sense of authority, influence, self-efficacy, purpose, pride, and belonging. The Mana Model contends that student thinking, behaviour, and wellbeing are motivated by the desire to achieve a sense of mana. The mana model explains how student connectedness, belonging to place, cultural identity, academic efficacy, and willingness to develop diverse academic, cross-cultural, social, and psychological competences are crucial foundations for learning and should be central to learning environments, teaching pedagogy, and practice.

Emotional literacy is at the heart of effective educational leadership. It supports organisational culture and change management, as well as teaching and learning outcomes. The research reported in this article was designed to help explain emotional literacy and its influence on school culture. Interviews with four primary school principals about their leadership practices demonstrate how they fostered emotional literacy and the flow-on impact on their school culture.

As part of their kaupapa of catering for the whole child, Pacific Advance Secondary School in Ōtāhuhu has implemented an innovative programme called Tū Tangata to get their talavou physically active. This has led to improvements in mental wellbeing and academic achievements. Tū Tangata is an expression well known to Māori and means “stand tall”. It is based on a philosophy that encourages young people to stand up and be counted and take responsibility for their futures.